Subject: [IFETS-DISCUSSION:296] Re: IFETS-DISCUSSION digest 31
From: Martin Owen (mowen@rem.bangor.ac.uk )
Date: Tue 05 Sep 2000 - 10:28:35 MEST
Date: Tue, 05 Sep 2000 09:28:35 +0100 Subject: [IFETS-DISCUSSION:296] Re: IFETS-DISCUSSION digest 31 From: mowen@rem.bangor.ac.uk (Martin Owen)
I find it hard to disagree with Chris O'Hagan. He describes a process
similar to that described by Collins, Brown and Duguid of Cognitive
Apprenticeship . An expert model is presented by the "tutor" (the
Icelandic word "kenner" or "knower" is useful in this context). This is
followed up by the expectation of the learner modelling that activity with
performance shaped by the tutor through coaching(ie feedback) and
scaffolding. Scaffolding alludes to the notion that one provides a
supportive structure, and that in some extent is staged. The staging also
reflects Vygotsky's notion of Zone of Proximal Development: that which can
be achieved /learned by a learner with support of others. This process has
to be accompanied by "fading" where the support gradually dissappears.
This of course is not a recipe but a process which can make use of many
techniques. It is essentially a dialogue (or multilogue). It is not the
"only" process of learning. It does not describe the creation of new
knowledge by the learner for instance. However it describes a set of
global behaviours of tutors and students which can call on a variety of
techniques, some of which may require reading text, some of which may
require pressing buttons on a computer screen.
---------------
Muhammad Betz suggests he responds to every e-mail, and quickly too. This
would just cause me to change my question:
If I am to respond quickly to every e-mail (with the kind of feedback
Chris suggests) how many students can I reasonbly expect to have?
----------------
Peter Price says he has a strong distaste for page-turning software. It
has its place. I turn to the web as a repacement for walking to library,
visiting the bookstore, using a photocopier or taking my distant student
notes to the post-room.
There is nothing wrong with text. I have learned a lot from it myself. The
WWW is a fabulous delivery mechanism for text.
There has been very little instructional CAL that I have used that as
engaged me in the way that text can. Modelling and construction tools ( a
past history of programming languages and tools like HyperCard or
InteractivePhysics) on the other hand have taken hours of my life which I
do not regret.
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